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CHILD GROWTH, DEVELOPMENT, AND LEARNING * 3 HOURS * LEVEL 2

Theories of Child Development
Ten Bars and Unit Beads Lesson Plan Example

Page 9
Applying What You Have Learned
​On the following pages are lesson plans that can be used to incorporate Montessori elements into your program planning. The lesson plans are intended to be an optional resource that you may adapt for use in your classroom. ​
Age: 
  • Kindergarten
  • School-age

Materials:
  • Ten Bars (purchased or homemade)
For Homemade Ten Bars: 
  • Pipe cleaners
  • Same-colored beads
​
  • Unit Beads (loose beads)
  • Number cards
  • Shallow tray or basket
  • Small bowl
  • One sheet of felt
Picture
Sand Tray Prewriting Lesson Plan
Objectives:
  • Students will be able to identify tens and ones place values
  • Students will be able to compose numbers 11-19
  • Students will be able to decompose numbers 11-19
*Note: This lesson is designed to be used many times and can be a helpful tool for students to use when working with composing and decomposing numbers.
Washington State K-12 Common Core Standard
K.NBT.1
  • Work with Numbers 11-19 to gain foundation for place value.
o   Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition  by a drawing or equation (e.g., 18=10+8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Procedure:
To create the Ten Bars:
  1. String ten beads on a short length of pipe cleaner and bend the ends so the beads will not fall off. Do this repeatedly until you have as many ten bars as needed. These will each represent 10, similar to base ten number bars.
For the lesson:
  1. Give a brief demonstration of the materials and lesson plan. Students will use the Ten Bars and Unit Beads to compose and decompose teen numbers based upon the cards they draw.
  2. Students should understand the purpose of the lesson which is to practice composing and decomposing teens and to learn place value.
  3. Place the materials in a shallow tray on a low shelf for students to use when doing independent work. Students should prompt teachers when they are ready for assessment.
Assessment:
  • Assess student’s ability to demonstrate place value, composing, and decomposing teen numbers.
  • Record student’s work and correct and give guidance when necessary.
​Extension:
  • When students are able to easily compose and decompose teen numbers, switch out the teen number cards for those in the 20s, 30s, etc.
For more ideas, visit our resource website at ​​​